Part B Preschool Initial Evaluation Checklist

Activity / Accomplished
Provided parent with Prior Written Notice in their native language
Provided parent with procedural safeguards in their native language
Obtained written informed parental consent for evaluation
A group of qualified professionals reviewed existing data (see checklist below)
Lack of appropriate instruction and limited English proficiency were ruled out as factors
Parents had input into identifying what additional data, if any, were needed to determine whether the child is a child with a disability and the child’s educational needs
Followed T.E.A.M. guidelines in all areas of suspected disability
The group determined that the data reviewed is sufficient to meet IDEA requirements and to make the determinations needed and has notified the child’s parents of that determination and their right to request assessment
The group determined that there is not enough data available to make the determinations needed
If additional data is needed , assessments were administered and information was gathered following the T.E.A.M. guidelines in order to produce needed data
Initial evaluation completed within 60 days of obtaining parental consent for evaluation
A group of qualified professionals and the parent determined whether the child is a child with a disability in a specific disability category (autism deaf-blindness, etc.) and who by reason thereof, is in need of special education and related services
Provided a copy of the evaluation report and the documentation of determination of eligibility to the parent and with parental consent to the FIT program

Part B Preschool Existing Data Review Checklist

Data / Data is sufficient / Additional Data Needed
Data reviewed is current (within 6 months of consent for evaluation)
Vision
Hearing
Multiple measures used (assessment tools, parent information, observational information from FIT developmental specialist and therapists, Early Head Start, Child Care, etc.)
Technically sound instrument(s) used
Instrument provided information on cognitive development
Instrument provided information on social/emotional development
Instrument provided information on fine and gross motor development
Instrument provided information in all areas of development including language and communication
Instrument was nondiscriminatory on a racial and on a cultural basis
Instrument administered in child’s native language or other mode of communication
Instrument used for purposes it is validated and reliable
Instrument administered by trained, knowledgeable personnel in accordance with instructions provided by the producer of the instrument
Functional information about the child provided
Developmental information about the child provided
Pre-school readiness information about the child
Assessment information is available in all areas of the suspected disability
Needed T.E.A.M. information is available
Data is sufficient to determine if the child is a child with a disability
Data is sufficient to determine the child’s educational needs (special education & related services)
Data is sufficient to determine child’s present levels of preschool readiness and related developmental needs